Group type multi-role play virtual simulation training method and system and medium

Abstract

The invention provides a group-type multi-role-playing virtual simulation training method and system and a medium, and the method comprises the steps: carrying out the simulation training in response to a virtual simulation training scene selected by at least one teacher user, and determining the number and types of roles participating in the virtual simulation training scene; n of the M trainees apply to participate in the virtual simulation training scene, the N trainees are allocated as roles, the mapping relation between the roles and the N trainees is determined, and scoring permissions of the remaining Q trainees are configured; recording training process data of N trainees participating in group training; obtaining evaluation data of roles played by the Q user students on the N student users; obtaining an evaluation score of each student user participating in the virtual simulation training scene according to the mapping relation; and finally, based on the obtained Q evaluation scores, determining training scores of the user trainees participating in training.

Description

Technical Field

[0001] The present invention relates to the field of virtual simulation technology, and in particular to a group-type multi-role playing virtual simulation training method and system. Background Art

[0002] The Virtual Simulation Training Teaching System is a system that uses virtual reality (VR), augmented reality (AR) and computer simulation technology to create a realistic training environment to help students and professionals learn and practice in a safe and controllable virtual environment. For example, it has a wide range of applications in teaching such as pharmacy / pharmacology, GMP certification, medical training, anatomy learning, case simulation learning, virtual surgery, virtual imaging diagnosis, and first aid training. It helps students and trainees to conduct practical operations, quickly and deeply understand subject knowledge and skills, and conduct efficient learning and training through intuitive and immersive participation.

[0003] Generally speaking, a virtual simulation training teaching system is deployed on an internal network. Taking a training system consisting of a trainer computer and multiple trainee computers as an example, each trainee computer is equipped with virtual reality simulation software and a resource package (i.e., training scene package) developed in 3D, such as Unity, Unreal Engine, etc., which are used to create, run and manage a virtual environment. By creating 3D models, animations, audio, video and other educational resources, users (trainees / trainees) can interact with operating objects and characters in a virtual scene environment to achieve immersive learning and simulation experience. The trainer computer can manage users, schedule courses, analyze data and manage evaluation results, and arrange simulation training learning plans and evaluations.

[0004] At present, for a specific simulation training course, the teacher in charge of the course follows the learning plan on the instructor side. After the students log in to the system within the course, they enter the simulation training of the corresponding course and usually participate in it by video playback or comparative practice. The teacher, as the course manager, manages all the students to participate in the course learning together. The students are participants and assessed objects. The system records the students' operation process data, and compares and judges it against the standard procedures for operations in the scenario, and gives the course score as the final evaluation standard. However, the effect of this simulation training is very limited. Each student participates in the process of comparative viewing and comparative practice, and the evaluation result is often completed by one person on the teacher side. Moreover, a course arrangement is often that all students concentrate on the training process and learning in the course. It is necessary to observe and verify the process data of each student. There are limitations in training efficiency, evaluation results, and learning rounds. Summary of the invention

[0005] In view of the defects and shortcomings of the prior art, according to a first aspect of the present invention, a group-type multi-role-playing virtual simulation training method is provided, comprising the following steps:

[0006] In response to at least one virtual simulation training scenario selected by an instructor user, performing simulation training, determining the number of roles and role types participating in the virtual simulation training scenario;

[0007] In response to N of the M student users applying to participate in the virtual simulation training scenario, the N student users are assigned as roles participating in group training in the virtual simulation training scenario, a mapping relationship between roles and the N student users is determined, and scoring permissions for Q of the M student users are configured, where M≥N≥2, and Q=MN;

[0008] Recording the training process data of the N trainee users participating in the group training in the virtual simulation training scene;

[0009] Obtaining evaluation data of the Q user trainees on the roles played by the N student users in the virtual simulation training scenario;

[0010] According to the mapping relationship between the roles and the N student users, an evaluation score of each student user participating in the virtual simulation training scenario is obtained;

[0011] For any user trainee who participates in the virtual simulation training scenario training, a training score is determined based on the Q evaluation scores obtained.

[0012] As an optional implementation, the method further includes:

[0013] A plurality of virtual simulation training scenarios are preset, and each virtual simulation training scenario is configured with a certain number of roles and role types.

[0014] In a preferred embodiment, it also includes configuring the scoring criteria for each role in the virtual simulation training scene during the training process, especially configuring the scoring criteria for each role's operation or question / answer.

[0015] As an optional implementation, the virtual simulation training scenario is pre-configured and stored in a training material library, and can thus be directly selected by an instructor user.

[0016] As an optional implementation, the virtual simulation training scenario is composed of multiple virtual simulation training modules, and the number and type of roles participating in the simulation training in each module are the same.

[0017] As an optional implementation, multiple virtual simulation training modules are located in a training material library, and are selected and combined by the instructor user to form a virtual simulation training scene. Thus, the instructor user can assemble the virtual simulation training scene by himself according to the course / practical training simulation requirements.

[0018] As an optional implementation, the virtual simulation training scenario formed by the combination selected by the instructor user is configured with the instructor user as the creator and the created virtual simulation training scenario is named.

[0019] As an optional implementation, the virtual simulation training scenario is configured such that the creator sets its public / private attributes.

[0020] As an optional implementation, the group training is answer-based simulation training, operation-based simulation training, etc.

[0021] As an optional implementation, determining the training score based on the obtained Q evaluation scores includes:

[0022] The training score is determined based on the Q evaluation scores obtained by taking the highest value or the average value.

[0023] As an optional implementation, the method further comprises the following steps:

[0024] For each training score obtained by the same student user for participating in the same virtual simulation training scenario, it will be compared with the historical highest score record, and the higher of the two will be used to update the highest score record.

[0025] According to a second aspect of the present invention, a computer system is also provided, comprising:

[0026] one or more processors;

[0027] A memory stores operable instructions, which, when executed by the one or more processors, cause the one or more processors to perform operations, including the process of executing the aforementioned group multi-role-playing virtual simulation training method.

[0028] According to the third aspect of the purpose of the present invention, a computer-readable medium storing software is also proposed, wherein the software includes instructions that can be executed by one or more computers, and when the instructions are executed by the one or more computers, the process of the aforementioned group multi-role-playing virtual simulation training method is performed.

[0029] According to the group-based multi-role-playing virtual simulation training method of the above exemplary embodiment of the present invention, during the training simulation process, the instructor can determine the simulation training scene, i.e., the course, and then multiple student users participating in the course can apply to be added to a specific simulation training scene, and each user is assigned a corresponding role in the scene, thereby forming a group of training simulation personnel to perform actual simulation training, while other students participating in the course participate as observers. The group of roles participating in the training can be evaluated and scored, thereby avoiding efficiency problems and observation defects caused by the observation and evaluation of each group of training by the instructor. The method of the present invention can improve the role experience of each student (training participant and observer) as a participant in the training simulation course, and enable each student to quickly learn, train, and practice the connotation and process of the training scene in multiple dimensions from the two dimensions of teaching and learning, thereby improving the training effect.

[0030] At the same time, by utilizing the group-based multi-role-playing virtual simulation training method proposed in the present invention, after each group of training simulation scenes is completed, each group of roles participating in the training simulation (i.e., the corresponding trainees) can obtain relatively definite, accurate, and objective training evaluation data. Under the training of the same group of scenes, in different rounds of training, the same person can be assigned or apply to participate in the training of multiple roles, and under the training of the same group of scenes, in different rounds of training, the same person can apply to participate in the training groups of different trainees, thereby improving the actual experience effect of the training simulation and the sense of simulation participation, and avoiding the problems of traditional simulation training with a single simulation participation role and poor training effect.

[0031] The group multi-role-playing virtual simulation training method proposed in the present invention provides a highly interactive, personalized training simulation training environment with real-time evaluation function, which is suitable for the training of complex skills and the deepening of professional knowledge. Through the simulation training operation, it not only enhances the effectiveness of teaching, but also improves the practicality and participation of training simulation, improves the initiative, participation and multi-role participation of the whole learning, and improves the actual effect of simulation training. Compared with the prior art, its significant beneficial effects are:

[0032] (1) Improve the interactivity and participation of training simulation

[0033] By allowing multiple trainee users to play different roles in the same simulation training scenario, and to participate in training groups composed of different trainees in the same simulation training scenario, the system enhances interactivity and participation. The role-playing method simulates real-life situations, making the training closer to the actual working environment, helping trainees to better understand and absorb the teaching content, and enabling trainees to participate in the training more actively, thereby improving the learning effect.

[0034] (2) Personalized learning experience

[0035] The system assigns different roles and tasks according to the application requirements of the students who apply to participate in each group training simulation or according to the system rules, so as to achieve a personalized learning experience, ensure that each student can exert his or her maximum potential in the training, and improve learning motivation and efficiency;

[0036] (3) Real-time feedback and evaluation

[0037] By recording the data of trainees during training and obtaining evaluation data from other trainees, the system can provide real-time feedback and comprehensive evaluation to help trainees understand their performance and room for improvement in a timely manner;

[0038] (4) Enhanced evaluation mechanism

[0039] The system includes not only the evaluation of teachers, but also the evaluation of students' peers. This multi-dimensional evaluation mechanism can more comprehensively evaluate students' performance, increase the objectivity and fairness of the evaluation, and peer evaluation can also promote communication and learning among students and enhance the spirit of teamwork.

[0040] (5) Flexibility and scalability

[0041] Since the system design allows for different numbers of trainees to participate, it provides high flexibility and can adapt to training needs of different sizes; in addition, this model is easily extended to different training areas and complexity levels, making the system widely applicable to a variety of education and training environments;

[0042] (6) Promote critical thinking and problem-solving skills

[0043] In simulation training, students need to make decisions and solve problems in simulated situations. This experience is an effective way to improve critical thinking and problem-solving skills. By playing and participating in roles of different dimensions, students can understand and analyze problems from different perspectives, thereby improving their comprehensive abilities. BRIEF DESCRIPTION OF THE DRAWINGS

[0044] Figure 1 It is a flowchart of a group multi-role playing virtual simulation training method according to an embodiment of the present invention.

[0045] Figure 2-4 1 is a schematic diagram of an example of a group-type multi-role-playing virtual simulation training system according to an embodiment of the present invention, wherein the three figures all show a schematic diagram of a training process in the same virtual simulation training scenario, wherein Figure 2 Middle school students A and B form a group to train in scene x1. Figure 3 , 4 Middle school students B and C trained in scene x1 as a group and played different roles respectively.

[0046] Figure 5is a schematic diagram of another example of a group-type multi-role-playing virtual simulation training system according to an embodiment of the present invention, in which trainees A and B are trained in a scene x2 as a group. DETAILED DESCRIPTION

[0047] In order to better understand the technical content of the present invention, specific embodiments are given and described as follows in conjunction with the accompanying drawings.

[0048] Group multi-role-playing virtual simulation training method

[0049] Combination Figure 1 The implementation process of the group multi-role playing virtual simulation training method of the embodiment shown includes the following steps:

[0050] In response to at least one virtual simulation training scenario selected by an instructor user, performing simulation training, determining the number of roles and role types participating in the virtual simulation training scenario;

[0051] In response to N of the M student users applying to participate in the virtual simulation training scenario, the N student users are assigned as roles participating in group training in the virtual simulation training scenario, a mapping relationship between the roles and the N student users is determined, and scoring permissions for the remaining Q user students of the M student users are configured, where M≥N≥2, Q=MN;

[0052] Record the training process data of N trainee users participating in group training in the virtual simulation training scene;

[0053] Obtain evaluation data of Q user trainees on the roles played by N student users in a virtual simulation training scenario;

[0054] According to the mapping relationship between the roles and N student users, the evaluation score of each student user participating in the virtual simulation training scenario is obtained;

[0055] For any user trainee who participates in the virtual simulation training scenario training, his training score is determined based on the Q evaluation scores obtained.

[0056] Therefore, after the instructor user logs in to the system and selects a virtual simulation training scenario (such as simulation training for a certain course) for simulation training, the trainee users participating in the course (such as students) can apply to participate in the training process of the virtual simulation training scenario. The virtual simulation training scenario itself correspondingly determines the types and number of participating roles in the training scenario. The trainee users who apply to participate in the training are assigned (for example, specified by the instructor or randomly assigned by the system) to be associated and matched with the roles to form a group of training combinations, participate in the training scenario, interact and practice according to the training simulation process developed in the scenario, and record the training process data, including interaction data and operation data between roles.

[0057] At the same time, in addition to the student users currently participating in the training scene simulation, other student users participating in the course are assigned as observation roles, participate in the training scene, observe the training simulation process of the roles played by the students participating in the training scene, and score them to obtain scoring data. Thus, it is possible to obtain the scoring data of the students currently actually participating in the training scene simulation by multiple student users, and on this basis, based on certain strategies, for example, for multiple scoring data of a certain student, by taking the mean, median, trend analysis value, and statistical feature extraction. In this example, the mean is taken as an example as its scoring data output. Therefore, in the same training simulation scenario, based on the evaluation data of other students, more objective, scientific, and efficient real-time feedback and comprehensive evaluation can be provided, helping students to understand their performance and room for improvement in a timely manner, and solving the one-sidedness and inefficiency caused by the single reliance on the evaluation of the instructor in the traditional training simulation evaluation.

[0058] As an optional implementation, the aforementioned virtual simulation training scene, as an object that can be selected by teachers for practical training simulation training, is set to have the characteristics of open courses and self-assembly, that is, the teacher can select one or more virtual simulation training scenes in the cloud server (resource library) according to the teaching content and learning objectives of the course and load them into a certain practical training course. One or more virtual simulation training scenes are pre-stored in the form of sub-modules (for example, based on Unity, Unreal Engine and other engine development), and can be combined and assembled by teachers to generate a complete virtual simulation training scene for calling and execution.

[0059] It should be understood that each virtual simulation training scenario can be run in a corresponding development environment, such as Unity, Unreal Engine.

[0060] In some embodiments, the cloud server serves as a resource library, storing a plurality of pre-assembled courses, pre-assembled virtual simulation training scenarios, or a plurality of pre-developed sub-modules, which can be configured to be associated with some courses. In particular, after logging in, the instructor user can select pre-assembled courses and virtual simulation training scenarios that already exist in the database, or assemble virtual simulation training scenarios and courses; and can also assemble sub-modules according to actual conditions such as teaching objectives, and generate virtual simulation training scenarios by itself for subsequent virtual simulation training.

[0061] In an embodiment of the present invention, the aforementioned group-type multi-role playing virtual simulation training method further includes:

[0062] A plurality of virtual simulation training scenarios are preset, and each virtual simulation training scenario is configured with a certain number of roles and role types.

[0063] In a preferred embodiment, it also includes configuring the scoring criteria for each role in the virtual simulation training scene during the training process, especially configuring the scoring criteria for each role's operation or question / answer.

[0064] In an optional embodiment, the aforementioned virtual simulation training scenes are pre-configured and stored in a training material library, and can be directly selected by the instructor user to conduct virtual simulation training. Of course, in another embodiment, the instructor user can also assemble the virtual simulation training scenes according to the course / training simulation requirements.

[0065] Among them, each virtual simulation training scene is composed of multiple virtual simulation training modules (i.e., sub-modules), and the number and type of roles participating in the simulation training in each module are the same.

[0066] As an optional implementation, multiple virtual simulation training modules are located in a training material library, and are selected and combined by the instructor user to form a virtual simulation training scene. Thus, the instructor user can assemble the virtual simulation training scene by himself according to the course / practical training simulation requirements.

[0067] In a preferred embodiment, the virtual simulation training scene selected and combined by the instructor user is configured with the instructor user as the creator and the created virtual simulation training scene is named, and the virtual simulation training scene is configured to be set by the creator for its public / private attributes. For public attribute configuration, it is published on the cloud server so that other instructor users can search, view and call the assembled virtual simulation training scene after logging in, and for private attribute setting, it can only be viewed and called by the creator himself.

[0068] Similarly, after logging in, the teacher user selects one or more virtual simulation training scenarios to assemble the training course, names the created course with the teacher user as the creator, and sets its public / private attributes. For public attribute configuration, it is published on the cloud server, so that other teacher users can search, view and call the assembled course after logging in. For private attribute setting, it can only be viewed and called by the creator himself.

[0069] In an embodiment of the present invention, the group training is a response-based simulation training, that is, a simulation training tutorial of a question-and-answer type between roles, such as a sales consultant type training simulation training scenario. In an optional embodiment, the scoring criteria corresponding to each role in each round of question-and-answer can also be configured.

[0070] In another embodiment, the group training is operational simulation training, such as operational training simulation in a laboratory environment (such as chromatograph operation simulation training, spectrometer operation simulation training, etc.), tablet pharmaceutical process operation training simulation, granule pharmaceutical process operation training simulation, etc.

[0071] In an embodiment of the present invention, the aforementioned determination of the training score based on the obtained Q evaluation scores includes:

[0072] The training score is determined based on the Q evaluation scores obtained by taking the highest value or the average value.

[0073] In an embodiment of the present invention, the training score obtained by the same student user each time for participating in the same virtual simulation training scene is compared with the historical highest score record, and the higher of the two is used to update the highest score record.

[0074] Therefore, for the same student's practical training in the same training scenario, each participation corresponds to a skill training, and the highest score obtained represents the highest state of his or her technical level, which serves as his or her score in the practical training scenario / course.

[0075] Combined with Figure 2-5 As shown, below we will introduce the implementation process of the above-mentioned group multi-role-playing virtual simulation training method in more detail.

[0076] Figure 2-4 1 is a schematic diagram of an example of a group-type multi-role-playing virtual simulation training system according to an embodiment of the present invention, wherein the three figures all show a schematic diagram of a training process in the same virtual simulation training scenario, wherein Figure 2 Middle school students A and B form a group to train in scene x1. Figure 3 , 4 Middle school students B and C trained in scene x1 as a group and played different roles respectively.

[0077] like Figure 2 As shown, after the instructor user logs in on the instructor side, he selects the virtual simulation training scene x1 for practical training simulation. Two roles are determined in the x1 scene, namely role 1 and role 2. For example, in the operation scene of the chromatograph in the laboratory, role 1 is a laboratory technician and role 2 is a laboratory assistant. The two cooperate in the detection experiment of the complete object. Two of the multiple students (A, B, C, D, ..., Z) who log in to the system to participate in the course, assuming that they are student A and student B, apply to participate in the simulation training of the x1 scene. The instructor user specifies or the system randomly assigns the correspondence between student A and B and the roles in the x1 scene, such as role 1-student A and role 2-student B. Thus, the two form a group for practical training simulation training and operate the chromatograph to complete the practical training simulation operation of the object chromatographic detection.

[0078] The system records the training simulation operation process data of the two persons.

[0079] Other students (i.e., students C, D, ..., Z) among the multiple students (A, B, C, D, ..., Z) who log in to the system to participate in the course are assigned to the role of observer to observe A and B participating in the practical training simulation training process under the scenario x1, and score roles 1 and 2. In view of the mapping relationship between roles and students under the scenario x1, multiple scoring data of the role-playing of students A and B corresponding to the group training simulation process can be further determined. On this basis, based on the aforementioned strategy processing, taking the average as an example, the training scores of students A and B under the scenario x1 are obtained to evaluate their training results.

[0080] exist Figure 5 In the example shown, refer to Figure 2 The training process shown is a schematic diagram of the training of trainees A and B in a group in the selected virtual simulation training scene x2. The process and principle are similar to Figure 2 The training process shown is similar and will not be repeated here.

[0081] Combination Figure 3-4 As shown, it is a schematic diagram showing that in the same virtual simulation training scenario, students B and C are trained in a group in scene x1 and they play different roles respectively.

[0082] Combination Figure 2 The simulation training process shown in the figure is as follows: Figure 3 In the scenario x1, students B and C play roles 1 and 2 respectively. Figure 4 It shows that in scenario x1, students B and C play roles 2 and 1 respectively. Thus, the participation and training effect of practical training simulation can be improved through multi-dimensional role-playing.

[0083] Computer Systems

[0084] In combination with the group multi-role playing virtual simulation training method of the above embodiment, according to the present invention, a computer system is also proposed, including: one or more processors; and a memory storing operable instructions.

[0085] Among them, the aforementioned instructions, when executed by one or more processors, cause one or more processors to perform operations, and the operations include the process of the aforementioned group multi-role-playing virtual simulation training method.

[0086] Computer readable media

[0087] In combination with the group-based multi-role-playing virtual simulation training method of the above embodiment, a computer-readable medium storing software is also proposed according to the present invention. The aforementioned software includes instructions that can be executed by one or more computers. When these instructions are executed by one or more computers, they perform the process of the group-based multi-role-playing virtual simulation training method of the above embodiment.

[0088] Although the present invention has been disclosed as above with preferred embodiments, it is not intended to limit the present invention. A person with ordinary knowledge in the technical field to which the present invention belongs may make various changes and modifications without departing from the spirit and scope of the present invention. Therefore, the protection scope of the present invention shall be determined by the definition of the claims.

Claims

1. A group multi-role playing virtual simulation training method, characterized in that: The following steps are involved: In response to at least one virtual simulation training scenario selected by an instructor user, performing simulation training, determining the number of roles and role types participating in the virtual simulation training scenario; In response to N of the M student users applying to participate in the virtual simulation training scenario, the N student users are assigned as roles participating in group training in the virtual simulation training scenario, a mapping relationship between roles and the N student users is determined, and scoring permissions of the other Q user students of the M student users are configured, where M≥N≥2, Q=MN; Recording the training process data of the N trainee users participating in the group training in the virtual simulation training scene; Obtaining evaluation data of the Q user trainees on the roles played by the N student users in the virtual simulation training scenario; According to the mapping relationship between the roles and the N student users, an evaluation score of each student user participating in the virtual simulation training scenario is obtained; For any user trainee who participates in the virtual simulation training scenario training, a training score is determined based on the Q evaluation scores obtained.

2. The group multi-role playing virtual simulation training method according to claim 1 is characterized in that: The method further comprises: A plurality of virtual simulation training scenarios are preset, and each virtual simulation training scenario is configured with a certain number of roles and role types.

3. The group multi-role playing virtual simulation training method according to claim 1 is characterized in that: The virtual simulation training scenario is pre-configured and stored in a training material library.

4. The group multi-role playing virtual simulation training method according to any one of claims 1 to 3, characterized in that: The virtual simulation training scene is composed of multiple virtual simulation training modules, and the number and type of roles participating in the simulation training in each module are the same.

5. The group multi-role playing virtual simulation training method according to claim 4 is characterized in that: The multiple virtual simulation training modules are located in a training material library and are selected and assembled by the instructor user to form a virtual simulation training scene.

6. The group multi-role playing virtual simulation training method according to claim 5 is characterized in that: The virtual simulation training scene formed by the selection and combination of the instructor user is configured with the instructor user as the creator and the created virtual simulation training scene is named.

7. The group multi-role playing virtual simulation training method according to claim 5 is characterized in that: The virtual simulation training scenario is configured by setting its public / private attributes by the creator.

8. The group multi-role playing virtual simulation training method according to claim 1 is characterized in that: The method further comprises the following steps: For each training score obtained by the same student user for participating in the same virtual simulation training scenario, it will be compared with the historical highest score record, and the higher of the two will be used to update the highest score record.

9. A computer system, characterized in that: include: one or more processors; A memory storing operable instructions, wherein when the instructions are executed by the one or more processors, the one or more processors are caused to perform operations, wherein the operations include the process of executing the group multi-role-playing virtual simulation training method described in any one of claims 1-8.

10. A computer-readable medium storing software, characterized in that: The software includes instructions that can be executed by one or more computers, and when the instructions are executed by the one or more computers, the process of the group multi-role playing virtual simulation training method as described in any one of claims 1-8 is performed.

Images